Apprentissage par les Compétences en Immersion et le Développement de l’Entraide Erasmus Project

Project Title

Apprentissage par les Compétences en Immersion et le Développement de l’Entraide

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; Early School Leaving / combating failure in education; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

France maintains an important curative tradition in the fight against school drop-out (second-chance schools, individual education credits, professionalization contracts, social integration contracts,…). However, it turns out that prevention and intervention are more efficient and less costly. Increasing the level of education of the population must enable each citizen to integrate into the knowledge society that echoes the Europe 2020 strategy.
Acquiring skills becomes essential and is experimented through meetings and real-life situations.
Albert Einstein reminds us that “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.»
Thus, the European Council on 17th June, 2010 defined the priority objectives of the European systems: reduce school drop-out rates, improve education levels, promote social inclusion. And this is also the very challenge of ACIDE (Apprendre par les Compétences en Immersion et le Développement de l’Entraide = skills-based learning approach in immersion and development of mutual support).
The acquisition of cross-cutting skills as defined by Europe also enables to show that Each culture possesses its own sets of representations and practices that must be safeguarded, while opening up to others. There is no one single method or success, but several.
Our schools are in a less-favoured area and few young people have access to activities linked with other European countries. It is our responsibility to educate them and raise their awareness about respect, mutual support, sharing and integration. Working in a consortium, the middle and high schools intend to exchange through peer education,
to organise meetings between young Europeans, to live individual and group experiences thanks to three types of mobility:

Short mobility (SM) (5 days): exploration of the 8 competences on a defined topic and self-assessment for pupils with a specific profile.
-In France: self-image
-In Italy: languages and Europe.
-In Romania: anti-bullying programme.
-In Spain: emotional education and diversity awareness.

Training-related mobility (TM) (4 days): develop and implement didactic strategies to adapt to each learner’s profile, with the inspectors’ support.
-In Romania: aiming for internationalisation and conceiving a non-formal curriculum.
-In France: towards greater autonomy.
-In Italy: Prove your teaching with CLILE.
-In Spain: interdisciplinary work.

Medium-long mobility (MM) (28 days): favour cooperation with immersion in a partner family and in a suitable high school willing to develop CLILE.
-In all countries: successful immersion thanks to the development of mutual support.

Each country organises: a training session (TM), field workshops with or without mobility (SM and MM).
All the pathways leading to knowledge-sharing will be explored and disseminated.
The diversity of the disciplines involved helps to inform novice public and to understand how important identity is, while fighting diversity loss.
The European Union 2010-2020 strategy based on smart, sustainable and inclusive growth will be completely followed.

We all have a personal talent, but it is not absolute, it has its own limits, profound limits especially with talents that we do not possess, and we cannot demand everything from pupils whose capacities will often remain confined to certain defined areas. We must help them to explore and find their best fields of competences.

This project allows to distinguish between natural mistakes, our natural limitations and unacceptable carelessness.
It aims to offer keys to success to everyone: above all to make students with social/educational problems more ambitious by improving zest for learning and discovering, then to develop better self-confidence and openness to new opportunities in their future careers. It will help them and their parents as well, to be more open to others, more tolerant, more understanding, while strengthening their European identity.

ACIDE offers preventive measures divided into several approaches:
-implementation of a different teaching method: educational support, alternative pedagogy, mutual support, career planning, mentoring, benevolence,…
-meeting the pupils’ needs: safety, good relationships, caring and structuring adults, dignity, justice and also reinforcement of resilience capacities and sense of belonging to a structured network.
-developing prevention programmes for pupils, teachers and parents.

The final objective is to ensure a fast and personalised answer to every young person in their training process and make a positive impact on individual and collective self-esteem.

EU Grant (Eur)

Funding of the project from EU: 162886 Eur

Project Coordinator

lycée Jean Bart & Country: FR

Project Partners

• istituto di istruzione superiore giambattista vico
• Colegiul National “Petru Rares” Suceava
• Martí Dot
• Collège Boris VIAN